Suchergebnisse

The changing of content and forms of civil service training and education in the public sector is analysed in the article. In the modern society, the role of the public institution staff in the planning and implementation of the strategic activities of the institutions has increased dramatically. The personnel management content of "putting out the fires" no longer meets the needs of the modern organization. The development of the capacities of civil servants is one of the directions in state administrative reform as well as one of the main conditions for effective public sector activities. It is possible to say that the existing training of civil servants in Lithuania is more extensive, based on personal motivation. However the latter does not always coincide with institutional interests. The largest obstacle in effective civil servants training is insufficient capacity of the institutional personnel system of public administration. Although personnel units carry out the analysis of the needs of qualification training the functions of training process and career planning are implemented insufficiently. The staff of personnel management boards in state and municipal institutions is not adequate, and unable to carry mentioned functions while existing public administration institutions cannot administrate the processes of qualification assurance properly. ; Straipsnyje analizuojami valstybės viešosios politikos tikslai ir uždaviniai modernizuojant valstybės tarnybą bei personalo valdymo turinio ir formų pokyčiai. Išskirtinis dėmesys straipsnyje skiriamas viešojo sektoriaus personalo kvalifikacijos ugdymo poreikiams nustatyti, lavinimo proceso struktūrai tobulinti ir lavinimo institucijų ištekliams efektyviau panaudoti.

Entrepreneurship, as one of today's most relevant competences, is widely discussed in the public space. Conditional novelty and popularity of the phenomenon is intriguing and engaging. Discussions regarding the content of the concept of entrepreneurship are carried out regularly at different levels, despite the fact that the definition of the said phenomenon is provided in general documents of the European Union. In the last decade, according to various laws and regulations, as well as scientific publications, entrepreneurship is considered as "general competence or competence relevant to all citizens of the rapidly developing countries and related to creativity, ingenuity, new ideas and their implementation; therefore, entrepreneurial education becomes particularly important in terms of implementation of social, technological and economic changes of various countries". The Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning17 sets out eight key competences important to the EU citizens (communication in the mother tongue; communication in foreign languages; mathematical competence and basic competences in science and technology; digital competence; learning to learn; social and civic competences; sense of initiative and entrepreneurship; cultural awareness and expression), and entrepreneurship is one of them. Entrepreneurial education is particularly topical in the implementation of the Lisbon Strategy. [.]

Entrepreneurship, as one of today's most relevant competences, is widely discussed in the public space. Conditional novelty and popularity of the phenomenon is intriguing and engaging. Discussions regarding the content of the concept of entrepreneurship are carried out regularly at different levels, despite the fact that the definition of the said phenomenon is provided in general documents of the European Union. In the last decade, according to various laws and regulations, as well as scientific publications, entrepreneurship is considered as "general competence or competence relevant to all citizens of the rapidly developing countries and related to creativity, ingenuity, new ideas and their implementation; therefore, entrepreneurial education becomes particularly important in terms of implementation of social, technological and economic changes of various countries". The Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning17 sets out eight key competences important to the EU citizens (communication in the mother tongue; communication in foreign languages; mathematical competence and basic competences in science and technology; digital competence; learning to learn; social and civic competences; sense of initiative and entrepreneurship; cultural awareness and expression), and entrepreneurship is one of them. Entrepreneurial education is particularly topical in the implementation of the Lisbon Strategy. [.]

Education accessibility has become of great relevance in the European Union in recent decades, when the attention has been paid to its integral influence in shaping social, cultural, economic and political situation. Education accessibility enhances each country's or region`s intellectual potential and promotes integration into the economic competitiveness of the area, not only in the context of the European countries, but also in international forums. This decade, all EU member states launched a decentralisation of education management by promoting employment and reducing unemployment. In the Republic of Lithuania, on the basis of the principle of subsidiarity, education decentralisation and responsible management are under implementation; schools, municipal and state functions are redistributed, municipality responsibility to education accessibility has increased. The priority direction of education reform in the Republic of Lithuania is the development of infrastructure, i.e., the reorganization of the network of education services and the optimisation that would guarantee access to learning. Education accessibility is particularly relevant for socially marginalised and poor citizens. [.]

Education accessibility has become of great relevance in the European Union in recent decades, when the attention has been paid to its integral influence in shaping social, cultural, economic and political situation. Education accessibility enhances each country's or region`s intellectual potential and promotes integration into the economic competitiveness of the area, not only in the context of the European countries, but also in international forums. This decade, all EU member states launched a decentralisation of education management by promoting employment and reducing unemployment. In the Republic of Lithuania, on the basis of the principle of subsidiarity, education decentralisation and responsible management are under implementation; schools, municipal and state functions are redistributed, municipality responsibility to education accessibility has increased. The priority direction of education reform in the Republic of Lithuania is the development of infrastructure, i.e., the reorganization of the network of education services and the optimisation that would guarantee access to learning. Education accessibility is particularly relevant for socially marginalised and poor citizens. [.]

This study intends to provide a descriptive-analytical inventory of models and policies that Lithuania are using with regard to recruitment, selection and training of statutory officers. For statutory officer ranks, it is compulsory that the applicant have a diploma from a university or a diploma recognized by the Lithuanian state in case they have graduated from a university outside Lithuania. While the idea of university education for statutory officers was first proposed many years ago, there is still no consensus about what officer's professionalism actually means. While the idea of university education for statutory officers is supported by both police and state border guard managers and academics, in principle, the body of knowledge in policing is still being developed. The situation in the world is characterized by a dynamic transformation of the system of international relations. Russia is in a war state against Ukraine now. Practically Russia is in a state of war against Europe. It is a very important in aspect of Lithuanian national security. The primary interests of the Republic of Lithuania are: viability of NATO and the EU, security, democracy and welfare of all states of the Euro-Atlantic community. The external risks, dangers and threats which must be given particular attention by the institutions ensuring national security are as follows: economic and energy dependence (energy, transport, finances and crediting); crime and shadow economy, international organized crime and other cross-border crimes – human trafficking, smuggling, illicit trade in drugs, arms, dual-use items, money laundering, illegal immigration, cyber-crime and other criminal acts. The police and state border guard officers must be professional in order to do their tasks professionally. [.]

This study intends to provide a descriptive-analytical inventory of models and policies that Lithuania are using with regard to recruitment, selection and training of statutory officers. For statutory officer ranks, it is compulsory that the applicant have a diploma from a university or a diploma recognized by the Lithuanian state in case they have graduated from a university outside Lithuania. While the idea of university education for statutory officers was first proposed many years ago, there is still no consensus about what officer's professionalism actually means. While the idea of university education for statutory officers is supported by both police and state border guard managers and academics, in principle, the body of knowledge in policing is still being developed. The situation in the world is characterized by a dynamic transformation of the system of international relations. Russia is in a war state against Ukraine now. Practically Russia is in a state of war against Europe. It is a very important in aspect of Lithuanian national security. The primary interests of the Republic of Lithuania are: viability of NATO and the EU, security, democracy and welfare of all states of the Euro-Atlantic community. The external risks, dangers and threats which must be given particular attention by the institutions ensuring national security are as follows: economic and energy dependence (energy, transport, finances and crediting); crime and shadow economy, international organized crime and other cross-border crimes – human trafficking, smuggling, illicit trade in drugs, arms, dual-use items, money laundering, illegal immigration, cyber-crime and other criminal acts. The police and state border guard officers must be professional in order to do their tasks professionally. [.]

The article reveals development and essential changes of higher education in Great Britain in XX–XXI centuries. During last century Great Britain higher education system has changed dramatically – from elite higher education in the beginning of XX century, which was available for very small part of society, to mass higher education with variety of institutions and education programs. Nowadays there is almost half of Great Britain population (of certain age group) obtaining higher education certificate or diploma. The junction of XX and XXI centuries was signed with significant shift in the gender structure of higher education students: more women obtained fist university degree than men. Ten years later the same was recorded in higher degrees. The intense change of Great Britain higher education from elite to mass inevitably influenced the higher education finance sector. Great Britain used to cover all expenses of higher education from the budget. However, the financial crises occurred in the last decade of XX century, and the government was forced to seek for new financing models of higher education. First time in Great Britain higher education history the tuition fee was introduced. Striving to ensure the higher education accessibility for all social groups in Great Britain, the tuition fees were complemented with the grants and loans with special repayment (or without) conditions. Nevertheless, the financial reform, started in 1998, already was changed several times and has raised lots of critics. Along with the financial reform Great Britain deals with the higher education quality issues. There was no essential discussions about higher education quality in the beginning of the XX century as it was elite higher education. Moving to the mass higher education with variety of institutions and dramatically growing student number, the quality question becomes relevant. Despite the owning the largest number of worldwide level elite universities in Europe, Great Britain seeks to ensure the quality in all higher education institutions in the country. Therefore the Quality Assurance Agency for Higher Education was established. The Agency puts students and the public interest at the center of everything they do. Great Britain higher education quality policy is implemented basing on the Quality Code for Higher Education. ; Straipsnyje apžvelgiama Didžiosios Britanijos aukštojo mokslo raida ir esminiai pokyčiai XX–XXI a. Šalyje nuo XX a. 6-ojo dešimtmečio vyksta aukštojo mokslo masiškėjimo procesas – didėja aukštojo mokslo institucijų įvairovė, gyventojų dalis, įgyjanti aukštąjį išsilavinimą, taip pat didėja moterų dalis joje. Šie pokyčiai neišvengiamai paveikė aukštojo mokslo finansavimo sistemą – ilgą laiką Didžiojoje Britanijoje aukštasis mokslas buvo finansuojamas valstybės, tačiau XX a. 10-ajame dešimtmetyje įvykusi finansinė krizė privertė ieškoti kitų aukštojo mokslo finansavimo modelių, pirmą kartą įvedant studijų mokestį. Tapo itin svarbus aukštojo mokslo kokybės klausimas. Tai paskatino Didžiąją Britaniją sukurti aukštojo mokslo kokybės užtikrinimo politiką.

The aims of this article are to describe the fundamental connection between State government, counties and municipalities and to expose peculiarities of interaction of State government subjects and Local Self-government institutions. The survey method is grounded on the systemic research and analysis of the Lithuanian legal acts: Law on the Local Self-government, Law on the Governing of the County and Law on the Regional Development. The main conclusions of the article are following: a) the objects, functions and responsibility of Regional institutions and Counties are separated by legal acts, but in fact Regional institutions and Counties are indivisible unit; b) in reality municipalities become subordinate to the State government and restraint from Self-government institutions appreciable by limited liberty of decision making and finance resources, and intensive state inspection of procedures; c) there is not fully realized principle of decentralization. In the future State government system and Local Self-government reforms could take the way of self-governmental regions making and the power, functions and decision making competence of municipalities could be extended. ; Straipsnyje nagrinėjami centrinių valstybės valdymo subjektų ir savivaldybių sąveikos ypatumai, regioninės valstybės politikos ir vietos savivaldos santykis, apskričių sąsajos su savivaldybėmis bei vietos gyventojais. Išanalizavus Lietuvos Respublikos vietos savivaldos, Regioninės plėtros ir Apskrities valdymo įstatymus, teigiama, jog santykiai tarp valstybės valdymo subjektų ir savivaldybių yra grįsti įvairialype ir detalia kontrole, varžančia savivaldos plėtojimą; regionai ir apskritys institucijų požiūriu egzistuoja kaip nedalomas vienetas, todėl tarp valstybės valdymo ir savivaldos sistemų egzistuoja Konstitucijoje nenumatyti pavaldumo ryšiai; pažeidžiamas subsidiarumo principas: Apskrities valdymo įstatymas nustato konkrečius santykius su pavieniais gyventojais ne jų pačių, bet valstybės iniciatyva. Straipsnyje pateiktas teorinis sisteminis valstybės valdymo modelis. Jame patobulinti valstybės institucijų bei savivaldybių ryšiai, supaprastinti gyventojų bei valdžios institucijų santykiai.

The dissertation analyses the discourse of curriculum concept in Lithuanian general education school aiming to investigate the conception of curriculum which is being used in Lithuanian general education school. The first part of the dissertation is based on the analysis of the research literature and introduces the scientific discourse on curriculum, and discusses issues in connection with curriculum notion. Two major problems recognised in the contemporary academic discourse of education concerning curriculum notion are being examined: 1) the diversity of notions and the views of curricular theorists regarding this question; 2) the change of curriculum notions influenced by globalisation, which stimulated international academic discussions on curriculum standardisation and assimilation of the concepts. Further on in the theoretical part there are different curriculum theories, prominent 20th century curricular theory schools, modern and postmodern paradigms, which analyse and form different curriculum concepts representing corresponding schools of thought are being analysed. This part broadens theoretical curriculum research field in Lithuania and enriches Lithuanian theoretical curriculum discourse showing its relatedness to contemporary and global tendencies of curriculum research. The other part of dissertation presents the findings of conducted qualitative empirical research on scientific, political and pedagogical curriculum discourse. The results of the research embrace curriculum conceptions prevailing in Lithuanian general education school. Analysing the curriculum concept, the discourse on curriculum of three target groups (scientists, politicians, educators, including school head deputies for education) participating in curriculum development has been investigated. The analysis of the education politicians' discourse includes the analyses of education policy documents and interviews of politicians involved in curriculum development. The pedagogical discourse of the teachers and deputies has been examined carrying out a semi-structured interviews. The empirical research presents not only the discourse analysis of the each target group participating in the discourse, but also the results of the comparative analysis of these groups showing the similarities and differences Based on this analysis, the reconceptualisation strategy of the curriculum concept in Lithuanian general education school is being introduced. The results of the empirical study reveal probable ways of reconceptualisation of the Lithuanian concept. This can help in solving the problem of the term curriculum translation into the Lithuanian language, and finding the best Lithuanian equivalent and definition which would correspond to the contemporary curriculum theories. The discourse analysis of the curriculum concept in Lithuanian general education school can improve the interpersonal communication of curriculum developers and implementers so as to come to the common view and better understand the existing misunderstandings interfering with the successfully development and implementation of education programmes. At the same time it would broaden the boundaries of curriculum concept taking into consideration the individual context and experience of those involved in education and the general education school curriculum discourse change tendencies in Lithuania and internationally.